Clinical Decision-Making NU671. Unit 2New Patient Encounter. Due 11-8-2. 800w.4 references.

Initial Response

Instructions:

Consider the following questions in your initial discussion post:

· Review the SOAP note accessed through this link.  For purposes of the assignment, the patient is a ‘new patient’ in the practice.

·

New Patient SOAP Note

Download New Patient SOAP Note
Download New Patient SOAP Note

Initial Post

Use your lecture materials to determine what CPT E&M Code to utilize for this ‘new patient’ encounter.

You may choose to assign the code based on the anticipated/guestimate amount of time the provider would spend with the patient in the encounter or you may choose to utilize the Medical Decision Making (MDM) approach. If you choose the MDM include the following information in your discussion:

1. the level of history taking achieved – identify the history elements present

2. the type of exam performed – identify the number of systems and bulleted points in the note

3. the level of medical complexity encompassed – include # of points for a) diagnoses/management options, b) amount/complexity of data reviewed, and c) level of risk for complications, morbidity, mortality

Please be sure to validate your opinions and ideas with citations and references in APA format.

SOAP notes provided by the instructor for this assignment

Chief Complaint:

“I don’t know how much longer I can go on like this. I’ve been down in the dumps for years and it isn’t getting any better.”

History of Present Illness:

75-year-old white male present to clinic with above complaint. Lost his first, the “love of his life” wife 19 years ago. Remarried 2 years after her death and states he probably married again too soon reporting his current wife is difficult. He describes an instance, when he was at work, the second wife would not let his son, daughter-in-law and new grandbaby into his house to visit until he got home from work. The second wife also insisted that he no longer visit with his deceased wife’s family telling him ‘when you married me, you divorced that whole family’. Conversations with his wife about his concerns resulted in only short-term changes in her approaches and behaviors. Now his wife insists they sell the house he has lived in for 46 years. He reports that his memory and ability to make simple decisions have been deteriorating significantly over the last several months. His wife suggested he probably has Alzheimer’s and should go see his primary care provider about his memory issues. He reports that he engages with modest exercise daily, eats well but is waking up numerous times at night and is usually “up for good” by 5am. He blames his disrupted sleep pattern on his feeling of fatigue starting around 9am. He reports all these circumstances as contributing to his increased depression and his desire to “give up the fight”.

PMH:

reports usual childhood illnesses inclusive of measles, mumps and chickenpox

traumatic injury, likely secondary to ‘blast’ effect, sustained during the bombing of Pearl Harbor where he was stationed as a cook; he suffered a hearing loss for six months after the bombing and was diagnosed at 54 with a rare eyes disorder resulting in poor peripheral vision that is thought to be secondary to this trauma

Family Hx:

Father died at 67 secondary to colon cancer; mother died at 24 secondary to influenza during an epidemic (he was 2 years old at that time)

No know family history of depression or other mental illness

Social Hx:

HS graduate, married to HS sweetheart for 27 years then widowed

Current marriage of 17 years

Retired after 25-year banking career

Attends Catholic mass regularly

Drinks 1-2 beers several times a week, denies episode of intoxication; never smoked or used illicit drugs

Drinks hot tea, reporting coffee causes too much GI distress

Never driven a motor vehicle secondary to poor peripheral vision

ROS:

Denies HA, body aches, dizziness, fainting spells, tinnitus, ear pain, ear discharge, nasal congestion, diarrhea, constipation, change in appetite skin abnormalities, or genitourinary symptoms

Denies periods of extreme irritability or elation associated with periods of sadness; denies feeling more depressed during the winter months than other seasons

Reports fatigued most of the time, often feels stiffness in his neck and shoulders

Denies homicidal ideations, hallucinations, paranoia or delusions

Reports suicidal thoughts, has a 22-caliber rifle at home and has considered using to end his life

SIGECAPS:

Reports – poor sleep maintenance, loss of pleasure, he feels as though he remarried too soon, he is experiencing fatigue, he is experiencing memory disturbances, eating well, no problems maintaining exercise regimen, is having suicidal ideations

Medications:

No routine medications

Allergies:

None

Physical Examination:

Constitutional – BP 118/73, P 83, RR 16, T 98.8, Ht 71 in, Wt 174 lbs, BMI 24

Integument – skin, hair and nails unremarkable

HEENT – PERRLA, EOMs intact, nares patent without discharge noted, TMs gray and shiny bilateral, numerous silver amalgams noted

Neck – supple without adenopathy, no thyromegaly

Lungs – CTA

Heart – RRR without murmur/gallop

Abdomen – soft, non-distended, active bowel sounds, non-tender, no organomegaly

Genitalia/Rectum – deferred

Musculoskeletal – no gross abnormalities or major limitations of ROM noted

Neurologic – CNs II-XII intact, finger-to-nose test negative, DTRs 2+ and equal bilateral, sensory capacity intact upper and lower extremities intact bilateral

Mental status – PHQ 9 score is 19

Diagnostics – Na 138 meq/L, K 4.2 meq/L, Cl 102 meq/L, HCO3 27 meq/L, Bun 11 mg/dL, Cr 0.9 mg/dL, fasting Glu 106 mg/dL, Ca 9.5 mg/dL, Mg 1.8 mg/dL, AST 34 IU/L, ALT 42 IU/L, GGT 38 IU/L, Alb 4.4 g/dL,

TSH 2.8, Vit B12 98 pg/mL, Folic acid 333 ng/mL, PSA 4.9 ng/mL, Hgb 14.3 g/dL, HCT 41.4 %

Urine dipstick – 5.8 pH, SG 1.016, all other parameters negative

Assessment:

1. F32.1 Major depressive disorder, single episode, moderate

2. R45.851 Suicidal ideations/thoughts

3. R73.03 Prediabetes

4. E53.9 Vitamin B deficiency

Plan:

1. Major depressive disorder

a. Diagnostic – none

b. Therapeutic – citalopram 20mg take 1 by mouth daily dispense #30 with 2 refills

c. Educational – effects of citalopram may not be fully evident for up to 3 or 4 weeks; if you note fatigue exacerbated from the citalopram take it at bedtime; RTC in 1 month for follow up

d. Consultation/Collaboration – none

2. Suicidal ideations/thoughts

a. Diagnostic – none

b. Therapeutic – same as diagnosis #1

c. Educational – same as diagnosis #1; educate on the potential negative impact of his current intake of beer – educate on how to safely reduce this consumption and to avoid abrupt cessation; educate on need to remove the 22-caliber rifle from his home; provide information on suicide hot lines

d. Consultation/Collaboration – referral for counseling

3. Prediabetes

a. Diagnostic – none

b. Therapeutic – none

c. Educational – nutrition education aimed at making dietary lifestyle choices of low glycemic index foods (<55 GI) that aid in development and maintenance of stable insulin and glucose levels

d. Consultation/Collaboration – none

4. Vitamin B deficiency

a. Diagnostic – none

b. Therapeutic – hydroxocobalamin 1000 mcg IM during this OV; start on 2mg oral B-12 daily; recheck Vitamin B-12 level in 2 to 3 months

c. Educational – nutrition education on foods high in B-12

d. Consultation/Collaboration – none

Sample assignments

New Patient Encounter

SOAP Note Review

This type of note is used in medical or psychological sectors by professionals while

working with clients or patients. In the note provided, the patient presents a persistent rash as the

chief complaint .The rash was first in the chest but has recently spread to the arms, and it is not

itchy and painful. He has had Hypoglycemia in 2010 and an allergy to NKDA. He has no

frequent medications and occasionally uses OTC NSAIDS if he has minor pain .The new patient

is married and smokes a packet per day, six-pack beer daily, and denies any chemical drugs use.

His history indicates his father and mother, are deceased due to cardiac issues. His paternal

grandmother had Cardiac died at 78, and his grandfather also had a Stroke. His maternal

grandmother had diabetes type 2 and is 75. The review of systems reveals that has no issues with

the targeted aspects.

His physical examination indicates a weight of 197, height 74.5 in, BMI 25.05 blood

pressure 130/86, and temperature at 98.9 PR 70 RR 18. The patient is alert and has

hyperpigmented muscles on both arms. The head, eyes, ears, nose, and throat (HEENT)

examination show normality in every aspect .The chest cavity, GU, lungs, abdomen, and other

diagnostics do not indicate any abnormalities. He is diagnosed with Tinea Versicolor at B36.0

and alcohol abuse at F10.10. His treatment plan involves Tinea versicolor Therapeutics in which

he is to apply Ketoconazole 2% external shampoo on the affected skin for three days. The patient

is enlightened about using the medication as prescribed and asked to report if the symptoms

persist or worsen. The are no diagnostics for alcohol abuse, but he was educated on the risks of

taking alcohol while on medication and its effects on the liver and advised not to quit cold

Turkey.

Selection of CPT E&M Code

The CPT E&M code to utilize in this scenario is 99201 since the encounter is with a new

patient and is likely to take 45 minutes (Babac, et al., 2019).This code is best since it covers the

entire patient history and examination and moderates the medical decision-making process

(Cohen, et al., 2020).Various diagnoses will be undertaken, and management options and the

complexity of data involved is moderate, and the risk of complications is medium.

This study source was downloaded by 100000769192234 from CourseHero.com on 11-07-2023 10:51:09 GMT -06:00

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.

References

Babac, A., Von Friedrichs, V., Litzkendorf, S., Zeidler, J., Damm, K., & Graf von der

Schulenburg, J. (2019). Integrating patient perspectives in medical decision-making: A

qualitative interview study examining potentials within the rare disease information

exchange process in practice. BMC Medical Informatics and Decision

Making, 19(1). https://doi.org/10.1186/s12911-019-0911-z

Cohen, B. H., Busis, N. A., Villanueva, R., & Ciccarelli, L. (2020). Evaluation and Management

Codes for Outpatient Neurology Services in 2021: Changes to 99202-99215. Continuum:

Lifelong Learning in Neurology, 26(6), 1686-1697.

This study source was downloaded by 100000769192234 from CourseHero.com on 11-07-2023 10:51:09 GMT -06:00

https://www.coursehero.com/file/104575109/NEW-PATIENT-ENCOUNTERdocx/

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New Patient Encounter

The comprehensive assessment and examination of patients with mental disorders differ

greatly from the comprehensive assessment and examination of patients who are suffering from

physical disorders. Mentally ill patients require extensive evaluation, detection of severity of

symptoms, in-depth analysis of thought process, ideologies and perceptions. The implementation

of tools, interview questions and evaluation of results are time consuming. All these components

demand adequate time investment of psychiatrist and if the patient is new then the analysis and

evaluation takes more time as compared to those patients who came with established complains.

Considering these facts, the CPT E&M code for this new patient is 99205. The provided reading

resources for this module also indicated that the total time spent with a new patient should be 60

to 74+ and therefore the designated code should be 99205. I have not selected other codes

associated with new patient encounter (that is, 99202, 99203 and 99204) because the presented

case study is a complicated case that requires evaluation of depressive symptoms, their severity

and severity of suicidal thoughts and ideation (Melnyk, 2020).

The patient also reported that he desires to “give up the fight” which indicates that he

possesses thought processes related to suicides as he mentioned the presence of 22-caliber rifle at

home and shared his feelings to end his life by using that rifle. Furthermore, patient is also

suffering from physical disorders like prediabetes, sleep issues, fatigue and loss of appetite. All

of these symptoms indicate that the patient requires extensive evaluation and monitoring.

Although, he is a new patient but the follow visits would also require the implementation of code

99204 in order to continuously monitor improvement in symptoms and progress of disorder and

treatment. If the follow up visits for this patient requires implementation of 99204 code then it is

mandatory to implement the code of 99205 to his first visit (Modrek, Hamad & Cullen, 2015).
References

Melnyk, B. M. (2020). Reducing healthcare costs for mental health hospitalizations with the

evidence-based COPE program for child and adolescent depression and anxiety: A cost

analysis.
Journal of Pediatric Health Care,
34(2), 117-121.

Modrek, S., Hamad, R., & Cullen, M. R. (2015). Psychological well-being during the great

recession: Changes in mental health care utilization in an occupational cohort.
American

Journal of Public Health,
105(2), 304-310.

Response 1

Hello Brittney,

Each year, in the United States, healthcare insurers process over 5 billion claims for

payment. To ensure that healthcare data are captured accurately and consistently and that health

claims are processed properly for Medicare, Medicaid, and other health programs, a standardized

coding system for medical services and procedures is essential. The Current Procedural

Terminology (CPT) system, developed by the American Medical Association (AMA), is used for

just these purposes. The AMA system provides a standard language and numerical coding

methodology to accurately communicate across many stakeholders, including patients, the

medical, surgical, diagnostic, and therapeutic services provided. The CPT descriptive

terminology and associated code numbers provide the most widely accepted medical

nomenclature used to report medical procedures and services for processing claims, conducting

research, evaluating healthcare utilization, and developing medical guidelines and other forms of

healthcare documentation (Pelech & Hayford, 2019).

Reference Pelech, D., & Hayford, T. (2019). Medicare advantage and commercial prices for mental health

services.
Health Affairs,
38(2), 262-267.

Response 2

Hello Lorilee,

The Current Procedural Terminology (CPT) code set describes tests, evaluations,

treatments, and other medical procedures used in the spectrum of healthcare. The set contains

over 8,000 codes and is published and updated annually by the American Medical Association. It

was created to track healthcare trends and issues as well to use in the claims submission process.

The codes communicate to payers what procedures should need to be reimbursed for as a

provider. The codes related to mental health (codes 90785-90899) are found in the Psychiatry

section of the CPT code set and cover services provided by medical professionals, such as

psychiatrists, as well as services that can be delivered by non-medical professionals such as

licensed clinical psychologists, licensed professional counselors, licensed marriage and family

therapists, and licensed clinical social workers (Powell, Torous, Firth & Kaufman, 2020).

Reference

Powell, A. C., Torous, J. B., Firth, J., & Kaufman, K. R. (2020). Generating value with mental

health apps.
BJPsych Open,
6(2).

Assessment 3

PICO(T) Questions and an Evidence-Based Approach

Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

Introduction-PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

· P – Patient/population/problem.

· I – Intervention.

· C – Comparison (of potential interventions, typically).

· O – Outcome(s).

· T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Reference

Boswell, C., & Cannon, S. (2015). 
Introduction to nursing research. Jones & Bartlett Learning.

Professional Context-As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

Scenario-For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions-For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source's specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the ”
Create PICO(T) Questions” page in the Capella library's Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

· Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question

· Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).

· Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.

· Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

· Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

·
Assessment 3 Example [PDF]
 Download Assessment 3 Example [PDF].

Additional Requirements- Your assessment should meet the following requirements:

·
Length of submission:
 Create a 3-5-page submission focused on defining a research question and interpreting evidence relevant to answering it.

·
Number of references:
 Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.

·
APA formatting: Format references and citations according to the current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Competencies Measured-By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

· Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

· Explain the findings from articles or other sources of evidence that are relevant to the health care issue.

· Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.

· Identify sources of evidence that could be potentially effective in answering a PICO(T) question.

· Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

· Competency 3: Apply an evidence-based practice model to address a practice issue.

· Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.

· Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

PICO(T) Questions and an Evidence-Based Approach Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define a practice issue to be explored via a PICO(T) approach and develop a PICO(T)-formatted research question.

Identify sources of evidence that could be potentially effective in answering a PICO(T) question.

Explain the findings from articles or other sources of evidence that are relevant to the health care issue.

Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

ADVOCATING FOR THE NURSING ROLE IN PROGRAM DESIGN AND IMPLEMENTATION

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To Prepare:

· Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.

· Select a healthcare program within your practice and consider the design and implementation of this program.

· Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–4 pages)

In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:

·
Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?

·
Who is your target population?

·
What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?

·
What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?

·
What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?

·
Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

BY DAY 7 OF WEEK 8

LEARNING RESOURCES

Required Readings

· Milstead, J. A., & Short, N. M. (2019). 
Health policy and politics: A nurse's guide (6th ed.). Jones & Bartlett Learning.

· Chapter 5, “Public Policy Design” (pp. 87–95 only)

· Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)

· Chapter 9, “Interprofessional Practice” (pp. 152–160 only)

· Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

· American Nurses Association (ANA). (n.d.). 


Advocacy

Links to an external site.
. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

· Centers for Disease Control and Prevention (CDC). (n.d.). 


Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementation

Links to an external site.
. Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf

·

Congress.govLinks to an external site.
. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

· Klein, K. J., & Sorra, J. S. (1996). 

The challenge of innovation implementationLinks to an external site.
. 
Academy of Management Review, 21(4), 1055–1080.

· Sacristán, J., & Dilla, T. D. (2015). 

No big data without small data: Learning health care systems begin and end with the individual patientLinks to an external site.
. 
Journal of Evaluation in Clinical Practice, 21(6), 1014–1017.

· Tummers, L., & Bekkers, V. (2014). 

Policy implementation, street level bureaucracy, and the importance of discretionLinks to an external site.
. 
Public Management Review, 16(4), 527–547.

SUBMISSION INFORMATION

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1. To submit your completed assignment, save your Assignment as 
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A little about myself

I am behavioral health nurse for 6 years, I am currently doing my masters in psychiatric nursing.